Teaching Classical Languages

Welcome to Teaching Classical Languages (TCL).
TCL is the peer-reviewed, online journal dedicated to exploring how we teach (and how we learn) Greek and Latin.
TCL is sponsored by the Classical Association of the Middle West and South (CAMWS).
All inquiries regarding this journal should be addressed to the editor Yasuko Taoka (Wayne State College NE) at tcl@camws.org.

Teaching Classical Languages 11.2: Lessons from COVID: Reflections on Teaching and Learning Remotely

This issue of Teaching Classical Languages, which we have titled “Lessons from COVID: Reflections on Teaching and Learning Remotely,” was written and published entirely within the 2020 Coronavirus pandemic. As of this writing, vaccination has begun worldwide, but it appears that we are still months away from a return to “normalcy.”

The pieces contained in this edition were selected by a blind review of abstracts by the TCL Editorial Board in early summer 2020. As several of the pieces included in this issue chronicle, classrooms worldwide experienced a sudden shift from in-person to online instruction in March 2020. In the aftermath of the transition, as teachers and students alike prepared for the continuation of at least some online instruction in the fall, it was important to document and carry forward the experiences and discoveries from the spring: how would we build our new virtual classrooms? In a time of forced isolation and “social distancing” (a now ubiquitous term), how would we forge and protect connection, the fundamental building-block of teaching and learning?

These articles all touch on “connectedness” differently. Some focus on the interpersonal relationships challenged by remote instruction: teacher-student interactions, the liminal position of graduate students, and the role that mentorship and camaraderie play in professional and personal development. Other articles focus on the resources, both pedagogical and technological, that bring us together despite the distance. May these articles serve as both a reminder of the principles we hold most dear in teaching, and a resource for how to preserve those principles in our ever-changing educational environs.

Table of Contents:

  • Cozy in the Wolves’ Cave: The Online Transition of Lupercal -- Skye Shirley, Karuna Sinha, Kristen Crooks, Alexandra Cleveland, Emma Vanderpool, Jenn Jarnagin
  • Teaching as Consolatio: Re-Imagining the Teacher-Student Dynamic in Times of Emergency -- Evan Dutmer
  • Sight Unseen: Visible and Invisible Teachers in Online Teaching -- Steven Hunt
  • Lessons from Online Modern Foreign Language Classes for the Classical Language Instructor -- Daniel W. Moore
  • Surviving to Thriving: Supporting Graduate Student Instructors and Teaching Assistants During the Transition to Online Teaching -- Michael Furman
  • Digital “Weekly Workbooks” in an Asynchronous Latin Classroom: Keeping all the Digital Resources in Check for Your Students -- Brianna McHugh
  • Access and Opportunity: Technology Tools for Transitioning Online -- Maureen Gassert Lamb